任务型教学法2

1、b5E2RGbCAPDXDiTa9E3dRTCrpUDGiT任务型教学法TheTask-basedInstructionTheLiteratureandHistoryPressTheaimsofthisunit1. Definitionoftaskfromsixdifferentviews2. Typesoftasks3. Fourcomponentsofatask4. Differencebetweenexercises,exercisetaskandtask5. DifferencebetweenPPPandTBLT6. ComponentsofTBLTframework7. Authen

2、ticsourcesoftask8. learningprinciplesinTBtheory9. theoreticalbasisofTBI10. Thecriteriaforgoodtasks11. typesoftasksproposedbyW川s1.1 learners'roles13 .teachers'sroles14 theprinciplesfortaskdesign1. Definitionofatask一Long(1985:89)forthosewhoundertakethetask.Ithasthe-Breen(1987:23)p1EanqFDPw(3)

3、Ataskisanfromgiveninformation-Prabhu(1987:24)inordertoachieveanoutcome.-Willis(1996:23)itrequirestheadrawing,aspokensummary.SummaryaboutadefinitionofataskTaskmeansthehundredandonethingspeopledoinIthasacontent,aspecifiedbasedonathelearnersundertakethetask.Itfocusedratherthanforminarealcontextthroughc

4、omprehending,manipulating,producing,interacting,theprocessofthoughtsinpairsorgroups.Theproductcanbeobservableintheoralwayorwrittenform.5PCzVD7HxA2. Categoriesofatask:real-lifetasksItincludespaintingafence,dressingachild,fillingoutaform,buyinganewshoes,makinganairlinereservation,borrowingalibrarybook

5、,takingadrivingtest,typingaletter,weighingapatient,sortingletters,takingahotelreservation,writingacheque,findastreetdestination,helpingsomebodyacrossaroad,briefnotesorlists,rearrangementofjumbleditems,adrawing,aspokensummary,andsoon.jLBHrnAILg3. FourcomponentsofataskClark,SxarinoandBrownell(1994:40)

6、?Thiscanbereal,simulatedorimaginary,andinvolvessociolinguisticissuessuchasthelocation,theparticipantsandtheirrelationship,thetimeandotherimportantfactors.?xhaqx74joxconceptualizingandcommunicating.?aletter)orinvisible(enjoyastory/readingforfun,listentotheradio,watchTV)learningaboutanothercountry,etc

7、)LDAYtRyKfE4. DifferencesbetweenExercises,Exercisestask,andtaskzzz6ZB2Ltk?meanwemaywishtosuchasvocabularylearning,grammarorindividualskills.dvzfvkwMII?AkindofactivityisverycommorinCommunicativeLanguageTeaching,comeshalfwaybetweentaskandexercises.rqyni4ZNxistudentstomasterthepresentcontinuoustensebyg

8、ettingthemtodescribewhatishappeninginapicture.EmxvxotocoThedifferencebetweentasksandpractice?Purpose:usedtocommunicate,messagedeliveringandproblem-solvingsixE2yxpq5?Contentforactivityisakindofcontextualized,wholeandauthenticlanguagematerials6ewMyirQFL?Purpose:tocheckmasteryoflanguagepoints,review,co

9、nsolidateandpracticelanguageforms?ContentforactivityistopracticeisolatedlanguagepointsandskillskavU42VRUs?Formsforactivityareusedtogiveananalysis,reasoning,discussions,associationsandthelike?Resultsforactivityarebothlanguageformsornon-languageforms,eg.Tablesandgraphs.Everygroupcanhaveadifferentresul

10、t.Itismeaning-focusedy6V3aloS89?Formsforactivityaretofillintheforms,rewrite,translate,checktheiranswersbythestudentsontheirownsM2ub6vSTnP?Resultforactivityisform-orientedandconsistency一致性oronlyoneansweriscorrect.OYujCfmUCw?E.g.,Adangerousmoment?SA:Haveyoueverbeeninasituationwhereyoufeltyourlifeisine

11、Uts8ZQVRd?SB:aboutadangerousmomentinhis/herlife.it.sQsAEjkw5T?E.g.,Goingshopping?LookatMary'sshoppinglist.ThenlookatSusan'slistofitemsinSusan'sstore.GMslasNXkA(1) Mary'sshoppinglist:Orange,eggs,flour,powderedmilk(奶粉)biscuits,jam.TirRGchYzg(2) Susansstore:bread,salt,apples,CocaCola,ti

12、nsoffish,flour,chocolate,sugar,biscuits,powderedmilk,driedbeans.7EqzcWLZNx(requirements)WorkwithapartneronepersonbeMaryandtheotherbeSusan.Makeaconversationlikethis:lzq7iGfO2E?Mary:Goodmorning,doyouhaveanyflour?Susan:Yes,Ido.?Or?Mary:Goodmorning,doyouhaveanyjam?Susan:No,iamsorry.idonothaveany.5. Diff

13、erencebetweenPPPmodelandtask-basedinstructionmodel?PPPPresentation,Practice,Productionzvpgeqj1hk?ItmeansatypicalPPPlessonwouldstartbytheteacherincludinganewlanguageiteminacontextfollowedbysomecontrolledpractice,suchasdrilling,repetition,dialoguereading.Thenstudentsmoveontoproducethelanguageinamoreme

14、aningfulwaysuchasarole-play,adrama,andinterview.Itcontainsfive-stepmethod:NrpoJac3v1?1. 1APPPcycleleadsfromaccuracytofluency?formfocusedactivities?ContexthastobeinventedTheprocesstobeusedtorepeatmanipulateandapplyinowfTG4KiExamplesaremadeto川ustrateasinglelanguageitemfjnFLDa5ZoItistheteacherwhopre-se

15、lectsthelanguagetobetaughttfnNhnE6e5APPPcycleleadsfromaccuracytofluencyform-focusedlesson2. 2TBIMODEL?learnerrelyontheirownlinguisticresources?Supplyingagenuineneedtocommunicate?Genuinepurpose?Afreeexchangeofideassummarizinglearner'sachievementsHbmVN777sL?Toconsiderappropriatenessandaccuracyofla

16、nguageformV7l4jRB8Hs?Provideacontextforgrammarteachingand?Thecontextisalreadyestablishedbythetaskitself83lcPA59W9?TheprocessisusedtoencouragestudentstothinkandanalyzemZkklkzaaP?StudentsarefreetoaskaboutsomethingtheynoticeAVktR43bpw?TBLTcycleleadsfromfluencytoaccuracy?Fourskillsorientedlessons?Warmin

17、gupprewhilepostproject?Preparation(revision,prediction,enquiring启发,brainstorm,warmingup)ORjBnOwcEd?presentation(observing,discovering,receiving,acquiring学得andlearning)practice(mechanicalandmeaningful真实性交际活动)2MiJTy0dTT?production(targettasks真实性任务andproject)?progress(consolidation,summaryandchecking)?

18、5PMODEL?Teachingprinciplesforimplementationbasedontask.gIiSpiue7A1. Meaningandform形式与意义结合2. Recycling(在某时间段内或材料内，不断复现知识)循环性原则3. Learningbydoing(activelearning,accommodationsomeexperience,individuallearning,reproduction模仿tocreation)做中学原贝UuEh0U1Yfmh4. Scaffolding(help,aid)扶助性原则学习效果=50%学习策略+40%警力+10%智商

19、?学习策略learningstrategies?1.cognitivelearningstrategies(attention,transfer,reasoning,induction,comparison,association联想)IAg9qLsgBX3. Monitoringlearning(PE(planning,reflection,assessment,adjustmentforplan)wwghWvVhPE4. Communicativelearning(自我表白，交笔友，写日记，写信，发邮件)5. Resourcelearningstrategies(认识资源，选择资源，订阅优

20、质资源，查询资源，加工资源，创造性活动)asfpsfpi4k?Eg.Readingteaching:?Teachingreadingfocusesondevelopingreadingskills.Inpractice,another3-stagemodelisadvisedandadoptedinareadinglesson:pre-reading,while-reading,post-reading.Thismodelisalsoappliedinlisteninglessons.ooeyYZTjj1?.Pre-stageinvolvespreparationworksuchassetti

21、ngthescene,warm-up,keyinformationprovidedorkeywords.BkeGuInkxI?.While-stageinvolvesactivitiesortasksstudentsmustperformwhiletheyarereadingorlistening?.Post-stageprovidesachanceforstudentstoobtainfeedbackonperformanceatthewhile-stage.Italsoinvolvessomefollow-upactivities,relatedtothelearner'sownl

22、ifeanduseofthelanguagespontaneously.PgdO0sRlMo6. ComponentsofTBLFramework?.Pre-task:introductiontotopicandtask?Teacherexploresthetopicwiththeclass,highlightsusefulwordsandphrases,helpstudentsunderstandtaskinstructionsandprepare.Studentsmayheararecordingofothersbydoingasimilartask.3cdXwckm15?.Task,Pl

23、anning,Report?Task:Studentsdothetask,inpairsorgroups.Teachermonitorsfromadistanceh8c52WOngM?Planning:Studentspreparetoreporttothewholeclass(orallyorinwriting)howtheydidthetask,whattheydecidedordiscovered.v4bdyGious?Report:somegroupspresenttheirreportstotheclass,orexchangewrittenreports,andcompareres

24、ults.j0bm4qMpJ9?.Languagefocus:Analysisandpractice?Analysis:studentsexamineanddiscussspecificfeaturesofthetextortranscriptoftherecording?Practice:TeacherconductspracticeofnewwordsXVauA9grYP?Phrases:patternsoccurringinthedata,eitherduringoraftertheanalysis.bR9C6TJscw7. TypesoftasksPica,Kanagy,andFalo

25、dum（1993）,W川s（1996）classifytasksaccordingtothetypeofinteractionthatoccursintaskaccomplishmentandgivethefollowingclassof:pN9LBDdtrd?1.Jigsawtasks（拼图任务）:Theaimisforstudentstomakeawholefromdifferentparts.Individualhasdifferentsource.dj8T7nHuGT?Studentsread/listento/viewtheirstation,andreporttotheothers

26、whatitcontains.QF8iD7bvUA?Discusshowtomakethemtogether.?Productisreassembledtextwrittenbythegrouporpresentedorally4B7a9QFw9h?学习者相互交流各自掌握的不同信息，并在此基础上组合成某种完整的信息（信件、表格）？2.Information-gaptasks（信息差）：ix6iFA8xox?Toaskstudentstocomparetwosimilarordifferenttextsinadifferentfactorattitudetofindpointsincommon.

27、wt6qbkCyDE?Askstudentstoreadabouteachother'sexperienceofschooltofindorlistpointstheyhaveincommon.Itisbasedonthesameincident/differentdescription.Kp5zH46zRk?Askstudentstolistthepointsincommonorspotthedifferencebetweenthedifferentnewspapers/broadcast,story.Yl4HdOAA6i?一个学生（组）掌握一部分信息，另一个（组）学生掌握另外一部分

28、信息。?3.Problem-solvingtasks（解决问题）：?Problem-solvingtasksmakedemandsuponthestudents'reasoningpower,and,thoughchallenging,theyareengagingandoftensatisfyingtosolve.Thereal-lifeproblemsmayinvolveexpressinghypotheses,describingexperiences,comparingalternativesandevaluatingandagreeingtoasolution（Willis,

29、1996:27）.ch4Pjx4Bli?给学生一个任务或相关信息。通过逻辑分析、推理、计算等过程，学生讨论找出解决问题的答案，答案可以是唯一或多种的。qd3YfhxCzo?GivestudentsmostofitandaskthemtowriteanendingE836L11DO5?Givetheendingandaskthemtowritethebeginnings42ehLvE3M?Listenorreadaradiotoaskthemtosuggestideaswithoutseeingthepictures501nNvZFis?交换观点型）：只要学生表达不同的想法和观点。比如：一是否发

30、展私人汽车II。分成两组，各抒己见，进行辩论；讨论家庭等jW1viftGw9?Thesetaskencouragelearnerstotalkmorefreelyaboutthemselvesandsharetheirexperienceswithotherssuchaslisting:xS0DOYWHLP?:findoutwhetheryourpartners'familyhasmoregirlsandwomenthanboysormenLOZMkIqI0w?Telleachotherthenamesofyourclosefamilytodrawafamilytreeforyourp

31、artnerthentoshowittoyourpartnertocheckzKzuQsujed?muchtheotherscanrememberaboutthepeople.?towritethedatesofbirthdaysofpeopleinyourfamilybasedonthenarrationofthepartner.dGY2mcoKtT.?5.Decision-makingtasks(选择决定性)：给学生一系列可以选择的决定,通过讨论达成一致意见，选择一个决定(比如保护环境的项目或意见公益事情)rCYbSWRLIA?6.Memory-challengetasks(挑战记忆型)M

32、emorychallengetasks:Brainstormingtasks?Speedisthemostimportance.Thesetasksarebasedonthefactthatdifferentpeoplewillnoticeandrememberdifferentthingsfromatexttheyhavereadfast(setatimelimit)orfrommediaextracttheyhaveheardorwatchedonlyonce.Thenaskthemtolistaspecificnumberofideas/thingstheyrememberedbest.

33、Describeinasmuchdetailsaspossibleoneplaceorpersonmentioned(shownintheextract.)FyXjoFlMWh?7.Listing?Inpractice,listingtaskstendtostrikeupalotoftalkaslearnersexplaintheirideas.Thestepsinvolvedare:TuWrupPObX?brainstorming,inwhichlearnersdrawontheirownknowledgeandexperienceeitherasaclassorinpairs/group.

34、7qWAq9jPqE?fact-finding,inwhichlearnersfindthingsoutbyaskingeachotherorotherpeopleandreferringtobooks,etc.llVIWTNQFk?Theoutcomewouldbethecompletedlist,orpossiblyadraftmindmap(Willis,1996:26).?yhUQsDgRT18. Orderingandsorting-Thesetasksinvolvefourmainprocesses:-sequencingitems,actionsoreventsinalogica

35、lorchronologicalorderMduzYnKS8I一rankingitemsaccordingtopersonalvaluesorspecifiedcriteria09T7t6eTno-categorizing一classifyingitemsindifferentways,wherethecategoriesthemselvesarenotgiven(Willis,1996:26).e5TfZQIUB5一Tofulf川theorderingandsortingtasks,thestudentsshouldhavereasoningabilityandcommonsense.s1S

36、ovAcVQM?9.Comparing?AccordingtoJaneWillis,broadlyspeaking,thesetasksinvolvecomparinginformationofasimilarnaturebutfromdifferentsourcesorversionstoidentifycommorpointsand/ordifferences.(Willis,1996:27)Theprocessesinvolvedare:GXRwikFw5s?matchingtoidentifyspecificpointsandrelatethemtoeachotherUTREx49Xj

37、9?findingsimilaritiesandthingsincommon?findingdifferences?10.Creativetasks?Theseareoftencalledprojectsandinvolvepairsorgroupsoflearnersinsomekindoffreercreativework.Theyalsotendtohavemorestagesthanothertasks,andcaninvolvecombinationsoftasktypes:listing,orderingandsorting,comparingandproblemsorting.O

38、ut-of-classresearchissometimesneeded.Thistaskusuallygoesbeyondclassroomsandtheirtextbooks.Organizationalskillsandteam-workareofgreatimportanceingettingthetaskdone.(Willis,1996:27)8PQN3NDYypSummaryforTBImodel?Leadsfromfluencytoaccuracy?InTBL,allfourskillsarenaturallyintegrated,PPPonlyprovidesanexampl

39、eforgrammarandform-focusedlessons.Itneedstobesupplemented(补充)byskillslessonstogivelearnerspracticeinlisteningandreadingandmoreexposuretolanguage.mLPVzx7ZNw8. Learningprinciplesintask-basedtheory?TasksprovideboththeinputandoutputprocessingnecessaryforlanguageacquisitionAHP35hB02d?Taskactivityandachie

40、vementaremotivational?Learningdifficultycanbenegotiatedandfine-turnedforparticularpedagogicalpurposesNDOcBi4igT?GoalsshouldbedeterminedbythespecificneedsofparticularlearnersizOk7Ly2VA?Selectionoftasksshouldbebasedonacarefulanalysisofthereal-worldneedsoflearnersfuNsDv23Kh?General/ultimategoalistodeve

41、lopthelearner'sabilitytocommunicateaccuratelyandeffectivelyinEnglishlanguageactivities.tqMB9ew4YX9. TheoreticalbasisofTBI.1. Socialconstructivismwasdevelopedby.Socialconstructivismisavarietyofcognitiveconstructivismthatemphasizesthecollaborativenatureofmuchlearning.Hearguedthatallcognitivefuncti

42、onsoriginatein,andmustthereforebeexplainedasproductsof,socialinteractionsandlearningwasnotsimplytheassimilationandaccommodationofnewknowledgebylearners;itwastheprocessbywhichlearnerswereintegratedintoaknowledgecommunity(Vygotsky,1978).Vygotsky(1978)distinguishedbetweentwodevelopmentallevels:thelevel

43、ofactualdevelopmentandthelevelofpotentialdevelopment(the-zoneofproximaldevelopment(ZPD)II)isthelevelofdevelopmentthatthelearneriscapableofreachingundertheguidanceofteachersorincollaborationwithpeers.ViLRaIt6skCollaborativelearningmethodsrequirelearnerstodevelopteamworkskillsandtoseeindividuallearnin

44、gasessentiallyrelatedtothesuccessofgrouplearning.9eK0GsX7H1HumanismHumanisticapproachesemphasizetheimportanceoftheinnerworldofthelearnerandplacetheindividual'sthoughts,feelingsandemotionsattheforefrontofallhumandevelopmentII(W川iams&Burden,2000)naK8ccr8VIAccordingtohumanisticapproach,teachers

45、shouldfirstrecognizethatallstudentsaredifferentandunique,andthentreatthemaswholepersons,concerningwiththeircognitiveaswellasaffectivedevelopment.B6JgIVV9aoInteaching,teachersshouldseektomeetboththecognitiveandaffectiveneedsoftheirstudentsandbuildemotionallearningenvironment,whichminimizesanxietyande

46、nhancespersonalsecurity.Teachingdoesn'tmeantransmittingknowledgeandfactstostudents,butitisviewedasaprocessofinvolvingthewholeperson,boththeircognitionandtheiremotion.Inaword,humanismresultsinalearner-centeredteachingmodel.P2IpeFpap5SocialInteractionismForsocialinteractionists,childrenareborninto

47、asocialworld,andlearningoccursthroughinteractionwithotherpeople.Fromthetimewearebornweinteractwithothersinourday-to-daylives,andthroughtheseinteractionswemakeourownsenseoftheworld.3yixkpScdmAccordingtosocialinteractionism,therearefourkeysetsoffactors(teachers,students,tasksandcontexts)thatinfluencet

48、helearningprocess,whichisagoingprocess.Noneofthesefactorsexistinisolation;however,theyallinteractaspartofthelearningprocess.Therelationshipisshowninthefollowingdiagram:(Williams&Burden,2000).gUHFg9mdSsAccordingtothediagramabove,learningtakesplaceinasocialcontext,whichincludesthephysicalenvironme

49、nt,theculturalenvironmentandtheemotionalenvironment,forexample,trust,belongingandlowanxiety.Inthislearningenvironment,teachersselecttaskswhichreflecttheirteachingbeliefsandstudentsinterpretthetasksaccordingtotheirownunderstandingandexperiencesasindividuals.Teachersandstudentsinteractwitheachother,us

50、ingtasksastheinterfacebetweenthem.Socialinteractionismholdstheviewthatlearningoccursthroughsocialinteractionwithinasocialenvironment.uQHOMTQe79theultimategoaloflearningalanguageistocommunicatewithothersinthelanguage,andwelearnalanguagemosteffectivelywhenweuseittointeractmeaningfullywithotherpeople.I

51、MGWiDkflPNunan(1989)statedoneofthecharacteristicsoftask-basedlanguageteachingwhichreflectsthelearningtheoryofsocialinteractionism:task-basedlanguageteachingemphasizeslearningtocommunicatethroughinteractioninthetargetlanguage.IIWHF4OmOgAwNunan(1991:279)listsfivecharacteristicsofTBLT:aDFdk6hhPd2. Anemphasisonlearningtocommunicatethroughinteractioninthetargetlanguage.ozeiqqu4T3. Theintroductionofauthentictextsintothelearningsituation.CvDtmAfjiA4. Theprovisionofopportunitiesforlearnerstofocusnotonlyonlang